CIEE Study Center
University of Ghana
Fall semester, Academic year, Spring semester
ACB Evaluation Report Accra 2001
Evaluation Team:
Dr. Maryélise S. Lamet (chair)
Professor Jo Ellen Fair
Professor Kathleen Phillips Lewis
Introduction
Executive Summary
Methodology
I. Quality of the Academic Activities Including Teaching and Assessment
II. Quality and Appropriateness of Services
III. Quality and Appropriateness of the Students Who Participate
IV. Quality of Facilities
V. The Program's Plans for Improving its Teaching and Services
VI. Relationship with the Host University
VII. The Perceived Satisfaction of the Consortium Member Institutions
VIII. The Perceived Satisfaction of the Student Participants
IX. Safety and Security Issues
X. The Program's Compliance with Council's Policies
XI. The Quality of Administration and Management of the Program
XII. Future Prospects and Plans
XIII. First Cycle Review and Action Plan
Summary of Recommendations
If you have feedback about this ACB Evaluation please email [email protected]
Introduction
The Academic Consortium Board (ACB) of Council is pleased to present the following report on
the Council Study Center at the University of Ghana, Legon.
We wish to make clear at the outset that we greatly value the cooperation of the University of
Ghana, Legon and that this report is a review of Council's program and not a review or
evaluation of as an institution. The review focuses on the program offered by the Council
Study Center and on the courses offered by Council as part of the International Study Program
at the University of Ghana, Legon. In addition, the site visit team has examined Council's
relations with the host institution and its analysis has been presented to Council staff.
Executive Summary
Council's Study Center in Ghana is located in Accra at the University of Ghana , Legon. The
Program is designed for a wide variety of students from those interested in studying the
political and economic challenges facing sub-Saharan Africa to students interested in studying
West African cultural practices in various musical and dance forms or critical issues such as
public health. The Council Study Center in Accra has experienced steady growth in the number
of participants over the past three semesters, testifying to the quality of the program and the
increased interest in accessible African destinations by US students.
The academic program allows students to take a wide array of mainstream courses in addition
to the Council course in the Twi language, which provides an introduction to Ghanaian culture
and to the mostly widely-used of the many native languages of Ghana. Beginning with the Fall
2002 semester each student will choose one course from a "Core Course Group" - assuring
exposure to Ghanaian and/or West African Culture. In order to address the historic problem of
accuracy and timing in the receipt of grades, Council is introducing with the Fall 2001
semester the practice of having the Resident Director produce a Grade Report to permit the
timely production of the Council Academic Report (CAR).
As with many education abroad programs, students report that much of their learning relates
to out of classroom experiences. The Program Director has been exploring means to expand
their experiences through service learning/volunteer/internship opportunities. The team
applauds these efforts and encourages the development of field trips outside Accra to reinforce
language learning and assure exposure to rural life in Ghana. This should be made more
possible thanks to the addition of a full-time Assistant to the Resident Director.
A full week of orientation ensures that participants are fully briefed on matters related to
university registration, expectations and adjustment to Ghanaian culture, health and safety
issues and much more. They visit sites in and out of Accra and are welcomed into the home of
the Resident Director, Dr. Michael Williams, and his family. This experience prepares them
very well for their personal entries into the new culture. The team suggests that after a month
the group be re-gathered for a town meeting/discussion to assess where they are in the
process of adjustment and address the issues of racial and other conflict issues which would
not have arisen and could not be anticipated in the earlier orientation.
Students are housed in both the International Hostel and regular dormitories. Conditions differ
dramatically and housing assignment is a complex and challenging aspect of the Resident
Director's responsibilities. Completion of Jubilee Hall, of similar quality and in close proximity
to the International Hostel, will help the situation greatly. Further exploration of off-campus
housing I encouraged, but the opportunities will always be limited.
Council is fortunate to have an excellent relationship with all of the critical levels of the
university administration. The Resident Director interacts frequently with faculty and staff and
doors are open to him to address all of the challenges, which regularly confront any program
abroad. The long-term commitment of the Resident Director, Dr. Michael Williams, and the
dedication of the staff of two program assistants and a part-time secretary are critical to the
success of the program. Student satisfaction is high - they like the challenge of living in a new
and often challenging environment. The evaluation team is certain that their ability to adjust
successfully and cope is due in large part to the excellent program support structure provided
by the Council staff working for the program, both in Ghana and in New York.
Methodology
The evaluation site visit team was composed of Professor Jo Ellen Fair, Dr. Maryélise S. Lamet
(chair), and Professor Kathleen Phillips Lewis. Professor Fair is a faculty member in the School
of Journalism and Mass Communication at the University of Wisconsin, Madison, one of the
top-sending schools to the program in Ghana. She has served as the Director of the Wisconsin
African Studies Program and is a Senior Fellow at the International Institute. She has been
involved in many aspects of programming for students going to West Africa for many years.
Professor Lewis is a faculty member in the History Department at Spelman College, a regular
sender to the program and the School of Record for Council. She participated in the Council
International Faculty Development Seminar in Ghana in July 2001 and works on research
topics related to the cocoa trade in the Caribbean and West Africa. Dr. Lamet is the Director of
Education Abroad/Deputy Director of International Programs at the University of
Massachusetts Amherst, another regular sending institution to the program in Ghana. She is a
member of the Council Academic Consortium Board, as well as the Education and Training
Representative to NAFSA’s Section on US Students Abroad (SECUSSA).
The three members of the site visit team each reviewed the history and evaluation of the
program produced by International Study Programs (ISP). They studied the course catalog,
and reviewed course syllabi for all program courses; they read Resident Director end-ofsession reports; they reviewed statistical information on the participants (numbers, gender,
and ethnicity statistics, sending institutions, etc.). They reviewed staff and instructor
curriculum vitae. They reviewed the pre-departure orientation handbook, and the on-site
orientation schedule. They reviewed the student evaluation summaries and all the evaluations
covering the University of Ghana, Legon. They contacted the top ten sending institutions and
another five (a random sampling of sending institutions in the past five years) from the
Academic Consortium to learn of their concerns.
Finally, they reviewed the International Study Programs analysis of the strengths of the
program, its weaknesses, opportunities, and threats to the program.
The members of the site visit team reviewed the Evaluation Report dated June 12, 1998 on
the March 1998 first evaluation of the program in Accra, as well as the Action Plan based on
that report. While most of the suggestions made by the first evaluation team were acted on, it
is interesting to note that some issues have returned in the current review in new forms:
orientation, campus maps, home stay options, internships & other experiential learning
opportunities, faculty and administrative exchange or professional development with sending
institutions.
In preparation for the site visit, the team chair wrote a memo which was distributed on site by
the Resident Director to all of the teaching faculty of the program inviting the instructors to
give us comments either in writing or orally during the visit. A similar memo went to all
students.
During the three day site visit, team members met with the faculty teaching the Council
students Twi ( Dr. Kofi Saah and Mr. Kofi Agyekum), as well as the core course on Rural
Sociology (Dr Kojo Sena), and attended their classes and a Political Economy class taught by
Dr. Kwame Boafo-Arthur. Meetings took place with the Registrar, Mr. A.T. Konu, the Dean of
International Programmes, Professor S. Sefa-Dedeh, and the Pro Vice Chancellor, Professor
J.K.A. Amuzu. They visited the library, bookstore, a campus internet café, two hospitals and
several dormitories and an off-campus housing site. There was an extended lunch attended by
almost all of the Council students. In addition, they met with the Council junior staff and with
Ms. Theresa Kwakye, the Coordinator of the University of California/Indiana University
Program.
The site visit team jointly drafted and agreed on recommendations, which are made part of
this report.
Study Center Site description: The University of Ghana, Legon is located in a semi-rural
landscape on the northern edge of Accra. It is an attractive and well-kept campus of white
stucco-style buildings with red tile roofs entered through an inviting main gate. Most roads on
the main campus are paved. The library and main administration are striking landmarks. New
development includes the International Hostel and Jubilee Hall (under construction), which
offer housing for international and, when Jubilee is completed, Ghanaian students at a
relatively high standard. Completion of plans for expansion of the Medical School will connect
these halls to the main campus.
Evaluation
In accordance with the Committee on Program Evaluation Plan for ACB Program Review, the
evaluation report is divided into twelve sections below, corresponding with the terms of
reference specified in the plan.
I. Quality of the Academic Activities Including Teaching and Assessment
A. Teaching
The academic year at the University of Ghana, Legon consists of two semesters. Council
students take two courses: "Introduction to Twi Language" and "Ghana’s Rural Life and Health
Infrastructure." Both of the classes are required "core" courses taught only to Council students
to provide them with a foundation for understanding Ghanaian culture and society. In addition
to the two core courses, students enroll in a range of classes – from art and dance to political
economy and archaeology – that reflect their varied interests and needs. Most students in the
social sciences and humanities earn 15 credit hours on average per semester. The two
required core courses, plus three other classes, constitute the typical course load of Council
students each semester.
The Twi-language course offered to Council students provides foundational grammar,
pronunciation guides, and vocabulary from which students can build. The six-week intensive
course, which meets four times weekly for two hours each session, serves as a window on
Ghanaian culture as it incorporates information and ideas about Ghana and Ghanaians into the
language training. The two instructors are enthusiastic and knowledgeable. Faculty members
of the Department of Linguistics, they both have ample language pedagogy experience with
foreign students. Twi, part of the Niger-Congo family of languages, is a tonal, and so can be a
challenge to many students. The evaluation panel found the instructors to be well aware of the
difficulties encountered by students trying to learn a non-European language. During a visit to
the classes, both instructors actively engaged students in participatory exercises geared to
helping students learn new vocabulary, refine their pronunciations, and gain confidence
speaking.
To assist students in taking what they learn from the Twi-language classroom to the real
world, the panel recommends that students be required to write short paper based on their
experiences using Twi. For example, students could write about how they used Twi as
volunteers or interns in particular Ghanaian organizations, during extra-curriculum activities,
or potentially, during a home-stay with a Twi-speaking family. This practicum assignment,
titled "Using the Twi Language," would be completed following the six weeks of formal Twi
instruction.
Each of the Twi instructors has half of the Council students (about 19 in each class) enrolled.
Because audio-visual materials, often taken for granted in US language instruction, are not
available to the two Twi instructors, holding the attention and participation of a large number
of students becomes a constant challenge. While the instructors are capable and engaging, the
panel nonetheless finds that classes with fewer students would aid student learning of Twi.
Thus, the panel suggests that classes be limited to 10-12 students. This recommendation
means that the number of Twi sections must correspond with student levels each semester.
The second required core course examines various aspects of rural life Ghana. Although the
course is being phased out (after spring semester 2002) as a core course, we suggest a trial
modification offered by the course teacher during our meeting with him. It is the panel’s
recommendation that a day-long visit to a village outside of Accra (the capital where the
University is located) be arranged so that students might be better able to see first-hand what
they had been reading about and discussing in class. Because some 60 percent of Ghanaians
still live in rural areas, this visit, though short, adds an experiential element to the class. The
instructor appeared to have interest in leading this type of excursion. Even after the rural
sociology course ceases to be a core course, Council may want to retain and further develop a
village visit, so it seems timely to seize this opportunity for a pilot now.
Following a British model of instruction, instructors tend to lecture and sometimes dictate their
notes to students. The frequent lack of texts and other reading materials serves to reinforce
this style of teaching. Students also are given greater responsibility (than is the case in the US
higher education system) for finding and covering readings related to the course’s subject.
Instructors determine course grades on the basis of a mid-term assignment (often an essay)
and a final exam (combining essays and short answers).
The panel was impressed with the general quality of instruction in both University and Councilsponsored courses. Instructors seemed committed to students. They recognized the
differences in Ghanaian and US classroom learning and seemed willing to make some
adjustments to their teaching, availability outside of class, and evaluation of student work.
During visits with individual faculty, the panel noted that instructors are well-trained and
knowledgeable. But because of faculty course loads (often upward of four courses each
semester) and because of faculty remuneration structures, instructors often have competing
demands put on their time. Though this situation is not unusual in many parts of the world, it
does mean that University faculty often limit their time on campus.
Recommendations:
1. TWI Language Course:
a) The Twi language program might be modified to include a final component such as ‘Using
the Twi Language’, a practicum assignment to be completed following the 6 week intensive
course period. This assignment might call on the student to find a way to use Twi and report
on that experience. This might be through an already-existing service learning/
volunteer/internship/extra-curricular activity, or connected to a weekend Twi village homestay in a Twi speaking village, where student would be expected to use primarily Twi for the
duration of stay.
- The description above is merely one suggested model for a capstone assignment for the Twi
language course. Other options should be considered. Other ideas discussed by the evaluation
team were that the program could offer an optional home stay weekend in a Twi-speaking
village primarily for students who are not involved in internship/service learning/extra
curricular/ volunteer activity where there would be opportunities for practical use of the Twi
language.
b) The program should consider hiring additional instructors to facilitate more sections for this
course. The ideal size of a Twi class would be a maximum of 10 -12 students, thus
compensating for the lack of Audio-Visual teaching /learning aids.
2. Rural Life Field Trips & Activities:
The program should consider adding various practical field trips and activities to assure that
students gain an understanding of rural village life, which is key to understanding Ghana.
Since this course will not be offered beyond the Spring of 2002, the program should continue
this field trips/activities as a stand-alone experiences. This is in response to student desire to
experience first-hand rural life in Ghana and to interact with rural populations.
3. Academic Advising:
The Resident Director and any other advisors should emphasize to students the differences in
the teaching styles between the US and this British-pattern institution. Students should be
alerted to the need for greater assumption of responsibility for their own learning in the UG
system. To facilitate this, it is recommended that additional advising appointments be
arranged early in the program.
B. Assessment
The University of Ghana at Legon assesses US students using a grade scale of A to F, with
pluses and minuses. Most courses, including the core Council courses, assess student work
twice over the semester. A mid-term exam (often essay format) and a final exam (often a
combination of essays and short answers) are given. Commonly, the mid-term is weighted at
30 percent and the final 70 percent. In addition to written assessments, the Twi-language
course also uses oral exams.
Because of the difference in teaching styles and student responsibilities for their readings (see
previous section), students report some initial frustration with classes. However, both students
and instructors said that Council participants were able to make the adjustments to differences
in the academic environment. Depending on the content of the course and the discipline,
students and instructors reported that the study abroad participants generally were doing well
in classes. Some instructors remarked that they enjoyed the manner in which Council students
participated in classes.
The primary and continuing problem faced by Council is the receipt of transcripts in a timely
manner. Through the years, Council and the University have attempted to negotiate a process
that would ensure that student receive grade reports or transcripts soon after the semester
ends. In the past, receipt of transcripts has taken up to six months. The University’s
administration is well aware of the problem and has taken steps to ameliorate it. The Dean of
International Programs has begun a process whereby that office would serve as a central
collection point of grades for Council students. Through this process of centralized collection of
grades, the Dean said that he thinks that transcripts should be issued more quickly. According
to the Dean and to the Pro Vice Chancellor, small incentives also have been offered to faculty
to evaluate, grade, and report Council student work promptly after the semester’s end.
These efforts indicate that the University acknowledges and is trying to improve its record
regarding transcripts. But because receipt of transcripts remains slow, the evaluation panel
recommends that Council proceed with the substitution of an official Resident Director Grade
Report for the University transcript to support the Council Academic Record (CAR). This
process would allow the program’s resident director to collect and report student grades in
advance of the University transcript.
Recommendation:
4. The historic problem of accuracy and timing in the receipt of grades:
Beginning with the Fall 2001 program the Resident Director should produce a Grade Report to
permit the timely production of the Council Academic Report (CAR). An individual record
should be maintained for each student for a minimum of five years on how the collection of
grades took place.
C. Appropriateness of Academic Offerings
The University offers a wide range of courses from which Council students may choose.
Students may select courses in the departments of African Studies, classics, English,
linguistics, music, philosophy, religion, theater arts, history, political science, sociology,
geography, biology, geology, and archaeology. Typically, students choose three courses from
among these departments to complement their two Council core classes. Students reported
that they found courses that were experientially based in theater, music, and the arts to be
the most enjoyable. They also found courses with content specific to the Ghanaian context to
be the most helpful in making sense of their study abroad experience.
As noted in section IA, the rural sociology course is being retired as a required core course for
Council students. Because the University offers a good array of relevant courses, students
have ample opportunity to choose one course that will both fit with his or her interests and
provide a solid overview base. The courses which will make up the new core course group
include: "Africa and the Global System," "Conflict Studies in African Societies," "Government
and Politics in Ghana Since Independence," "State and Society in Africa," "African Philosophy,"
"Philosophy and Contemporary African Experience," "African Traditional Religion," "Art History
of Ghana," "Colonial Rule and African Response," "Critical Issues in African Literature,"
"Geography of Gender and Development," "Medical Sociology," and "Gender Studies." Some of
these courses are available only in fall or spring semesters. Depending on student interest and
class availability, there will be additional courses from semester to semester, which can be
added to this list.
II. Quality and Appropriateness of Services
A. Pre-departure services
Students have generally expressed satisfaction with the pre-departure services with a
few exceptions. A comprehensive package is forwarded to students in a timely
manner. Included in the package is a detailed Instruction sheet that provides students
with explanatory notes on the filling out of forms and details regarding program
participation, visa application process, arrival information, special needs, the advising
process, health advisories, program details, insurance coverage, student loan and
student travel.
Students have complained, however, that some of the students found aspects of the
instructions and forms confusing. There seems to be some confusion regarding the
$300 deposit as required on the Council Participation Agreement Form. Some memos
are stamped "Not Applicable", and students remain confused
A second stage of the application has to do with the University of Ghana Application
process. The urgency of timely submission of this form, and its pertinence to securing
adequate housing sometimes escapes students, resulting in delays and potential dire
results. Students are also not required to indicate their housing preferences not
indicate whether they actively prefer to have a Ghanaian roommate. Some of them
have indicated a desire to see these choices clarified.
Recommendation:
5. Pre-Departure Services:
University of Ghana Form of Application:
In light of new deadlines imposed by the Dean of International Students, as well as a
history of delays in receipt of this form by the RD, we recommend that there should be
a letter to students informing them of the importance of timely completion and return
of this form to ensure adequate housing placements.
-Council should consider e-mail data collection and signature affidavits /statements for
late applications to speed up the UG application form submission process. Council staff
would complete the actual form and sign on behalf of the student and advisor.
B. Orientation
On arrival in Accra, students are not taken directly to their dormitories on campus but
are accommodated at the Riviera Hotel in downtown Accra, where the initial
orientation session is held. The orientation week begins at 9:00 AM on Monday
morning with a group meeting convened by the Resident Director. They are briefed on
registration matters, expectations, and matters regarding Ghanaian culture. Following
the meeting, they are required to fill out necessary immigration forms, after which
they are transported to the campus for check-in and room allocation. They are
officially welcomed to UG at a dinner that evening. The Orientation Week Schedule
Handout is accompanied by an Information Sheet that provides contact information
and office hours of the RD, Council Office, US Embassy/Consulate, important academic
calendar dates and deadlines, information on where to go and what to see in Accra,
reminders on taking medication for malaria, what things to avoid, and what things are
required of Council students. This handout, coupled with the Dean of International
Programmes (DOIP) "International Students Handbook" should adequately equip
students for life at UG.
During the orientation week, students are introduced to Ghana through a series of
lectures on topics that include ‘ Ghanaian Family Patterns’, ‘Religion, Ethics and
Morality of African Societies’, ‘History of Ghana’ and ‘Issues in African Literature’.
Lecturers are selected to provide a multi-disciplinary approach to Ghanaian culture and
society. Tours and field trips add texture and the concrete realities perspective to the
lectures. Trips include a tour of Accra, trip to the Aburi Botanical Gardens,
Kumasi/Ashanti Region, Cape Coast and El Mina Castles, and Kakum National Park and
Rain Forest. A night at Next Door Night Club and a dinner at Dr. William’s home allow
students some relaxation and down-time.
Students have complained that the Orientation Program is too crammed and that they
are not allowed sufficient down time for recovery from jet lag. They indicated that too
much is thrown at them all at once without sufficient time allowed of its absorption.
They also noted the need for some sort of library orientation sessions or tours.
American students, accustomed as they are to computerized systems and on-line
catalogs, need some introduction to UG library layout, holdings and an introductory or
refresher course on the way card catalog systems function.
The team observed that there is no formal follow-up session to the initial orientation
program to deal with problems that arise within the first month of arrival, and issues
that cannot be foreseen or anticipated by students and/or RD and Council Staff.
Another observation is that orientation into life at UG and in Ghana is conducted
without much one-on-one contact with Ghanaian peers. A peer partners program has
been recommended by the DOIP but has not yet been implemented. It is not clear
whether this is desirable, nor practicable in the short-run to meet the specific
expressed needs of Council students.
Recommendations:
6.Orientation:
a) Council should ensure that students are directed to arrive no later than the
Saturday prior to the commencement of orientation activities on Monday. This would
allow adjustment time due to the intensity and length of the journey.
b) The orientation upon arrival should include discussion of the commonly-experienced
gap between expectations and reality with respect to racial and cultural integration.
c) The program should implement a "Month-in WAW" (Where Are We) which should
take the form of a half-day town meeting/discussion session for the purpose of
orientation assessment and conflict resolution . This month-in session would better be
able to address cultural adjustment, racial and other conflict issues that would not
have arisen or could not have been anticipated at the earlier orientation period.
d) Cross-Cultural Training Opportunity for Resident Director: The Ghana Program RD
should receive Council support for participation in cross-cultural training professional
development. This would assist in preparing him to deal with cross-cultural issues that
inevitably arise.
e) The orientation should include a required Library tour.
f) Campus Map: While it is part of the new International Student Handbook,
distributed by the Dean of International Programmes, we suggest that the campus
map be handed out at the Council Program orientation by the RD.
C. Academic Advising
Academic Advising is handled by the Resident Director. On arrival students often find
that there is need for adjustment in, or re-working of their pre-selected program of
study. This is the result of faculty shortages and over work and thus some courses are
not always offered or have had timetabling adjustments. Students also require ongoing guidance on the advisability of their choices and fit with programs at home
institutions. This is a task normally handled by a series of advisors at home
institutions. The appointment of a permanent Program Assistant to the Resident
Advisor would provide additional advising assistance for students, and would allow for
more intensive individual academic advising.
Recommendation:
See Recommendation #3 above
D. Housing
On Campus Housing:
a) International Hostel:
The vast majority of students are housed in the International Students Dormitory,
which is one-year old, and is located at the edge of the UG Legon campus. The hall
(128 rooms) provides accommodation in double rooms. Most Council students have US
roommates. Each student is provided with a twin bed, a cupboard, a bookshelf, desk
and chair. Rooms are spacious, airy and comfortable. Each room has an adjoining
balcony which can be used as a back porch. Rooms are wired for telephones ( two to a
room), and these instruments should be supplied shortly. Each floor, of which there
are four, has a TV room, a reading room, a laundry room, and a kitchen with small
dining area refrigerator and stove. Each floor also has ample shower stalls and
gender-differentiated restrooms.
On the grounds are ample drying lines for laundry. Laundry is done by hand, a change
that students take easily in stride. There are no elevators but wide staircases with
landings on each floor. Meals can either be taken at the regular cafeterias or
purchased at this hall from hall caterers. Many students prepare their own meals.
Groceries can be obtained at one of several supply stores on campus.
Grounds are well-lit and patrolled by protective services officers. Visitors are required
to sign in and out at the Check-In desk on the ground floor foyer. Students are not
allowed to entertain non-resident visitors in their rooms. Shuttle buses provide
transportation to and from the dormitory to the main campus. The shuttles run from
7:00 AM to 11:00 PM. Many students opt to walk rather than use the shuttle but they
should take care to walk in pairs or groups, particularly from dusk to dawn.
Students have expressed their satisfaction with the standard of accommodation at the
International Hostel, although many have misgivings about its isolation from the other
buildings and dormitories. The general feeling is that it militates against the full
enjoyment of a ‘Ghanaian experience’ and thus works counter to the rationale behind
study-abroad. It should be noted, however, that students have also indicated their
relief at not having to cope with the cramped conditions and inadequacy of facilities of
other residences. Some valued the preservation of ‘personal space’. The projected
opening in the near future (February 2002) of the adjacent Jubilee Hall should provide
additional availability of rooms, coupled with greater access to the option of having a
Ghanaian roommate. The presence of this new hall will also assure the migration of
central campus activities (e.g. vendors) to this more remote area and should improve
security as larger numbers of both international and Ghanaian students walk back and
forth at all times of the day.
b) Regular Dormitories:
Late applicants and overflow students after allocated rooms are taken, are
accommodated in the regular dormitories. Except in extenuating cases, students are
placed two to a room. In many dormitories local student share up to five per room.
The furnishings in each room are the same as in the International Hostel except that
rooms are not wired for telephones. Complaints are mainly about prolonged
interruptions in water supply, and frequent electrical outages. Regular dormitory
accommodations are provided in Volta Hall (all women), Commonwealth Hall (all men)
and Mensah Sarbah Hall ( co-ed), Legon Hall ( co-ed), and Akuafo Hall ( co-ed).
Off-Campus Housing:
Currently there are technically no home-stays. A few off-campus students are accommodated
in flat-type accommodation within a private family compound. Three students that currently
reside off-campus are housed together with the same family in the town of Haatso, located
about ten minutes away from the campus. They occupy individual rooms in a flat, not
adjoining the family residence, but within the same compound enclosure. The students share a
common living area with television, dining area with refrigerator, porch, kitchen, shower and
restroom facilities. Rooms are very spacious and have either a double or two twin beds, a desk
and chair, a dressing table, and nightstand. Meals with the family are optional, or students can
prepare their own. There is space to house 2 more students at this home.
The compound is secure, gated, and well lit. Security personnel are provided at nights.
Transportation to and from the campus is provided either by taxis ( which costs about 6,ooo
cedis( $0.90 US) or tro-tros (mini-buses)which cost considerably less at 700 cedis ($0.10 US).
Those presently in off-campus residence are also sometimes provided with rides to campus
through the family. This, however, cannot be an anticipated feature of other off-campus
arrangements in the future.
Students are very happy with their off-campus flat accommodations. Facilities and conditions
appear to be more than adequate to their needs, and provide them access to the ‘Ghanaian
experience’.
Recommendations:
7.
Housing:
a) Contractual arrangements: Council should make contractual arrangements with the
University of Ghana for the reservation of a specific block/number of dormitory rooms
for students each semester based on projected needs.
b) Council should explore other housing options and offer choices to students when
appropriate locations are identified.
A. Accommodation of Special Needs
The RD will shortly complete the Council Study Center Program Site Access
Assessment. It was clear to the evaluation team that, in general, the UG campus
would be very challenging for students with mobility disabilities due to the absence of
elevators and viable ramps. There would also be substantial challenges to overall
maneuvering around the city of Accra. The RD’s report will provide details on all areas.
We suggest that students with special needs get in touch with Council-ISP early so
that accommodations may be made.
B. Medical services
All students should be aware that, while they are covered by Council medical insurance,
medical treatment is available only on the basis of up-front payment. While expenses may be
reasonable by US standards, it is critical that they have access to quick transfer of funds (bank
or visa card) or a reserve of emergency travellers’ check funds. The University of Ghana runs
a 64-bed hospital with an emergency room open 24 hours daily and located on the edge of the
campus. While students may have to wait for routine care, it is very reasonable and adequate
for many situations. Two students interested in health services are currently volunteering at
the University Hospital.
In addition there are several private hospitals in Accra, which have been used by Council
Students: Nyaho Medical Centre (relatively close to campus; offers psychological services) and
Trust Hospital (further into the city center; recommended by the American Embassy). Service
is generally quicker and facilities a bit more comfortable. These tend to be more costly than
the University Hospital but still very low in cost by US standards. Students may also see a
private doctor, of which the RD knows a number to recommend.
III. Quality and Appropriateness of the Students Who Participate
On the whole, Council students seem to be academically prepared for their courses. They
represent a variety of disciplines and are drawn from both public and private, large- and
small-sized institutions. This year, more than three-quarters of student participants were
women. Most had junior standing, though around a quarter were seniors.
The program students who select the Ghana site are looking for a study abroad experience
that differentiates them from European or other traditional programs. They are often are more
adventurous and looking for challenges. However, the challenges presented to students –
change of academic environment, living quarters, pace of life, new customs – are sometimes
more than the students anticipated, which can lead to frustration or in some instances
students isolating themselves and not forming any cohort with Ghanaian students.
One other issue related to the quality and appropriateness of students is that of their
normative expectations, that is, what they think they should get from coming to Ghana. Many
students – though not all and perhaps not even the majority -- seem to fall into two camps:
students who expect to be able to do good works for Ghana and those who want to have a
"homecoming" in Ghana. Both groups can become frustrated as they realize that they will
neither change what they perceive as various problems in the country or receive the expected
welcome as lost relatives. The sensitivity of this issue makes the orientation program all the
more important. Students need to hear on arrival that these expectations are likely not to be
realized. The "Month-in WAW" suggested in Recommendation # 6 will be another important
forum in which students may be able to confront and discuss these expectations.
IV. Quality of Facilities
A. Office and Class space
The University of Ghana, Legon continues to expand both in number of students and facilities.
The student body has increased to 12,000 undergraduates and 3,000 graduate students. The
physical grounds of the University have been pushed outward, with the construction of a new
student residence hall near the International Student Hostel. Central campus, around Legon
Hall, Balme Library, and the bookstore, is the heart of the University. Here, students find most
of their classrooms, student services, and eating places. However, office and classroom space
in the central part of campus remains tight. Classrooms are adequate but not luxurious. Many
classrooms are lecture halls, some of which are well ventilated and lit and others not. As is
common in most of Africa, classrooms do not have audio-visual equipment.
Council has two office rooms in the Frederick Marfo Memorial Building (the Graduate School
Building). The office is centrally located on campus, making it easy for students to reach.
Thanks to recent recommendations, the offices are air-conditioned. The resident director has a
computer that is wired for internet and email services. There are two other computers in the
other office space, which are shared by Council staff and students. This room also has a small
collection of travel books and novels.
B. Library
Balme Library, the main library, has a collection of 300,000 books and 5,000 journals. The
library is generally well-organized with a special collection for African studies. The library holds
regular hours so that students may use the facility during the weekdays and weekends, both
mornings and evenings. Some students report that they do not use the Balme Library because
they find its card catalog filing system, which follows Dewey decimal cataloging, too archaic
and difficult. (As in most of Africa, computerized systems are unavailable.) Rather than use
Balme, students tend to prefer the smaller departmental libraries. These collections, students
say, are easier to find and access relevant materials.
C. Computer and Email facilities
Students may access email and internet services at five computer centers on campus.
Students did not report any significant time spent waiting for computer availability. An hour of
email or internet service cost about US$1.00. The University has several business centers on
campus from which students may send faxes, make photocopies, print out computergenerated files, and place phone calls. A post office also is located on campus, though mail is
a bit unreliable.
V. The Program's Plans for Improving its Teaching and Services
A. Core Course Options
Council plans to move to a system of choice within a restricted group of courses for the second
core course. This is described above in IC. This will give students the opportunity to tailor their
cultural foundation course to their particular area of interest, e.g. history, literature, music,
theater, dance, but it allows the Council RD to have a finite number of classes and faculty with
whom to be in touch about the Council students.
B. Grades/Transcripts
Beginning with a pilot project in the Fall 2001 semester, the RD will obtain grades for all
courses taken by Council students directly from faculty. These will be reported to Council on
an official RD Grade Report form, which will be accepted in lieu of the UG transcript, for the
purposes of producing the Council Academic Record (CAR) which is sent to each student’s
home institution and to Spelman College for all students requesting the services of a "school of
record". When the UG transcript is available, it will also be forwarded to the home institution
or Spelman. This pilot will continue until 2004, at which time it will be assessed and a decision
taken as to whether this is the right course of action.
C. Academic Advising
The evaluation team is recommending that the RD have individual advising appointments with
each students during the orientation to enhance the students’ understanding of the issues
involved in registration and the differences in the UG academic system.
VI. Relationship with the Host University
Every administrator with whom we met at the University of Ghana valued immensely the
relationship between the university and Council. The Council program was regarded as
strengthening the University and supportive of its work. There is regular interaction between
the RD and the university faculty and staff. Recommendation for strengthening the Council
program at UG and catering to the expressed needs of our students ultimately redound to the
benefit of all UG students and the institution as a whole, e.g. the provision of a shuttle
between buildings on campus, the improvement of lighting and security.
The Office of the Dean of International Programs (DOIP) promises to provide much needed
liaison function between the University and RD and Students. The Dean and his office have
been working to promote a student-friendly environment and to facilitate the coordination of
all exchange and international programs. In response, for example, to student desire for a
map of the campus, this office has produced an International Students Handbook which
includes a map of the campus, and other important information on contact numbers and
locations of services pertinent to the needs of International students. With increased
collaboration between the RD and the DOIP, the institutional relationship with Council should
be enhanced.
VII. The Perceived Satisfaction of the Consortium Member Institutions
Before departing for the site visit, members of the review team communicated with
representatives from top sending colleges and universities: Pennsylvania State University,
University of Wisconsin – Madison, Brown University, Northeastern University, Georgetown,
Barnard College, University of Colorado – Boulder, University of Southern California, University
of Texas – Austin, Spelman College and the University of Massachusetts – Amherst. While the
majority expressed a high level of satisfaction, there was a theme of concern about the
serious delays in receipt of grades and regarding the security situation. Those and other
comments from these regular users of the program guided our inquiries. Only in one case –
Georgetown – does there seem to be a serious disjuncture between what is desired (UG
transcript before credit will be accepted) and what the program can reasonably provide.
VIII. The Perceived Satisfaction of the Student Participants
Student satisfaction with the program is high, as evidenced by the written reviews and
through interviews. Students reported that they liked the challenges of living in a new
environment and forming new relationships with Ghanaian students. Those who seemed to be
the most flexible in modifying their expectations of the University and of the country and its
people seemed to be most satisfied. In part, because of differences in teaching styles, some
students suggested that their courses were not as intellectually rigorous as those in their
home institutions.
In another concern expressed by students, they said they would like to have greater choice in
their living arrangements, with some preferring to live off-campus, while others preferring to
live in the international hostel or in one of the halls on the main campus. Some students would
also like to have a Ghanaian roommate. (See Recommendation # 7 related to housing)
Last, the success of the program stems from the presence, efforts, and actions of the Resident
Director, "Doc" Michael Williams. Students overwhelmingly appreciate the academic and
personal care that Dr. Williams shows to all students. The work of Dr. Williams’ two assistants
was also much appreciated.
IX. Safety and Security Issues
Accra is a large and modern city with some 2 million people. By US standards, the city is safe.
Legon, which is a part of greater Accra and the location of the University, likewise is relatively
safe. But as Ghana’s economy suffers, incidents of crime have increased. Much of this crime
remains petty, though there have been some reports of a few crimes being committed with
weapons (guns or machetes).
University officials note that crime on campus is most often committed by individuals(nonstudents), who enter campus looking for an opportunity to steal possessions from hostel
rooms. University officials and the program’s Resident Director are conscientious in their
efforts to inform and warn students about criminal activities. The University has responded by
increasing lighting on campus, employing more security guards, and running a shuttle service
from campus to the International Students Hostel.
Students need to be aware that they are sometimes the targets of crime because, as foreign
students and visitors, have more money and material goods. They also fall prey to some crime
because they naively befriend individuals who later take advantage of them.
University officials seem to recognize that one repercussion of the Sept. 11 events in New York
and Washington may be that US students, rather than being housed all in one international
hostel, should be spread over campus, living with Ghanaians. When Jubilee Hall opens this
should mean that the problem of integration of US students ironically has been assisted by
this terrible event.
To track the comings and goings of students, the Resident Director has at his office a log in
which student report their travel itineraries and dates of travel.
X. The Program's Compliance with Council's Policies
The program appears to be in compliance with all of Council’s policies and standards.
XI. The Quality of Administration and Management of the Program
A. Resident Director and Staff
The great challenge of the Ghana program is that while some issues (e.g., which courses
students should take) are routine, most issues that arise are those that must be dealt with on
an ad hoc and personal basis. Because telephone and computer services are erratic and
because the cultural norm is for individuals at the top of a hierarchy to be the person of record
in decision-making, the Resident Director is very often personally involved in all sorts of issues
that emerge. Unpredictability is often the only prediction that one can make.
In this environment, it is imperative that the program have a Resident Director and staff who
are knowledgeable, flexible, and capable of working within the University and within Ghanaian
society. Fortunately, the program is ably managed by Resident Director Michael Williams, who
is a sociologist by training. Dr. Williams provides stability to the program. He oversees two
part-time assistants, put in the names here, and one part-time secretary, Cindy Last name.
The Council’s office in the Marfo Building is open during regular university hours. The Resident
Director has daily office hours and is available by mobile phone. The director also has a van,
which is used for various program activities.
Both written and verbal student evaluations show a high level of satisfaction with the Resident
Director and staff. The director and staff are diligent, committed, and affable. The director, an
American who has lived in Ghana for a number of years, and the two staff members, both
Ghanaian graduate students, provide important cultural links. They are knowledgeable and
sensitive to cultural adjustment issues. They have handled very effectively diverse situations,
including health and safety-related problems, as well as family and personal emergencies.
Sending institutions are generally quite satisfied the communication they receive from the
Resident Director.
Because of the increase in the number of Council students and because the administration of
the program is labor intensive, the Resident Director has an enormous number of tasks for
which he alone is responsible. Though the director has two assistants, they often cannot carry
out certain tasks or handle particular matters because they lack a formal, bureaucratically
recognized title. In other words, University officials (and others in various Ghanaian
organizations) would only think of these assistants as low-ranking "helpers," no matter how
much Dr. Williams’, students, or Council appreciate their work. For these assistants to be in a
position of real assistance to the Resident Director, the evaluation panel recommends that
Council hire on a permanent, full-time basis an Assistant Resident Director. Additionally, a
part-time assistant (probably a graduate student) would continue to help the Resident Director
and the new Assistant Resident Director. The secretarial position, which is currently halftime,
should become full-time. The addition of staff and staff hours serves to ensure current high
standards and levels of service.
To facilitate the work of the Resident Director and his staff, the Council office is in desperate
need of a photocopy machine, as well as a new computer with appropriate hardware and
software for the Assistant Resident Director.
While many payments in Ghana are made using currency, the team felt that the annual IFDS
and occasional other visitors, such as this team, may warrant issuing the RD a Visa corporate
card, which would be billed to Council NY.
Recommendations:
7.
Quality of Administration and Management of the Program:
Personnel: Council should support the hiring of a permanent, full-time Assistant to the
Resident Director in addition to retaining a half-time graduate assistant, and the hiring
of a full-time secretarial assistant (replacing the current part-time secretarial
assistant). The consistently increased number of students in the program over the
past three semesters justifies this. If growth is maintained, the introduction of a fulltime assistant will be an absolute necessity in order to ensure the maintenance of
current high standards and levels of service.
Hardware: The program office should be supplied with a much-needed photocopy
machine, a new computer with appropriate hardware and software for the Permanent
Assistant to the Resident Director.
8.
Council should make provision for the Resident Director to be able to charge things.
XII. Future Prospects and Plans
Ghana offers an exciting and approachable venue for study abroad in Africa. The University of
Ghana at Legon offers a welcoming environment. The long-term commitment of the Resident
Director, Michael Williams, gives this program a kind of certainty from which the program can
build. The key issues that will determine the growth rate of this program in coming years are
the conditions of the global economy and global security. With favorable conditions, the
Resident Director and the evaluation panel think that the program can continue a steady
upward trajectory.
XIII. First Cycle Review and Action Plan
The ACB Evaluation of the Council Study Center at the University of Ghana - Legon was done
in June 1998 and the COUNCIL Action Plan was completed in 1998. Both are on the COUNCIL
web site. In the intervening time the program has implemented improvements in the
orientation program and obtained better office space for the Resident Director and staff (who
have been added since the 1998 site visit). Challenges related to local power and water
supplies and communication problems continue and must be accepted as part of the site,
though the development of internet cafes and access to cell phones provide some help. The
program now has a good vehicle, and the office has computer facilities.
The program course added after the 1st program evaluation is being replaced by the option to
choose a core course from the university offerings in Ghanaian and West African Studies.
Expanding opportunities such as internships and service learning are being more fully
integrated into the COUNCIL offerings - as was suggested in the 1st program evaluation. As
COUNCIL implements the Action Plan based on the 2nd round of evaluation of the program in
Ghana, the program will continue to improve. The consistently strong leadership of Resident
Director Michael Williams continues to be a great asset to the program.
Acknowledgements
The members of the evaluation team benefited greatly from the care and concern for this
process by the staff of Council and of the University of Ghana, Legon. In particular, we want to
thank Dr. Michael Williams, who, despite illness, offered us an excellent exposure to the
Council Program and the environment in which it operates.
Summary of Recommendations
1. TWI Language Course:
a) The Twi language program might be modified to include a final component such as ‘Using
the Twi Language’, a practicum assignment to be completed following the 6 week intensive
course period. This assignment might call on the student to find a way to use Twi and report
on that experience. This might be through an already-existing service learning/
volunteer/internship/extra-curricular activity, or connected to a weekend Twi village homestay in a Twi speaking village, where student would be expected to use primarily Twi for the
duration of stay.
- The description above is merely one suggested model for a capstone assignment for the Twi
language course. Other options should be considered. Other ideas discussed by the evaluation
team were that the program could offer an optional home stay weekend in a Twi-speaking
village primarily for students who are not involved in internship/service learning/extra
curricular/ volunteer activity where there would be opportunities for practical use of the Twi
language.
b) The program should consider hiring additional instructors to facilitate more sections for this
course. The ideal size of a Twi class would be a maximum of 10 -12 students, compensating
for the lack of Audio-Visual teaching /learning aids.
2. Rural Life Field Trips & Activities:
The program should consider adding various practical field trips and activities to assure that
students gain an understanding of rural village life, which is key to understanding Ghana.
Since this course will not be offered beyond the Spring of 2002, the program should continue
this field trips/activities as a stand-alone experiences. This is in response to student desire to
experience first-hand rural life in Ghana and to interact with rural populations.
3. Academic Advising:
The Resident Director and any other advisors should emphasize to students the differences in
the teaching styles between the US and this British-pattern institution. Students should be
alerted to the need for greater assumption of responsibility for their own learning in the UG
system. To facilitate this, it is recommended that additional advising appointments be
arranged early in the program.
4. The historic problem of accuracy and timing in the receipt of grades:
Beginning with the Fall 2001 program the Resident Director should produce a Grade Report to
permit the timely production of the Council Academic Report (CAR). An individual record
should be maintained for each student for a minimum of five years on how the collection of
grades took place.
5. Pre-Departure Services:
University of Ghana Form of Application:
In light of new deadlines imposed by the Dean of International Students, as well as a history
of delays in receipt of this form by the RD, we recommend that there should be a letter to
students informing them of the importance of timely completion and return of this form to
ensure adequate housing placements.
-Council should consider e-mail data collection and signature affidavits /statements for late
applications to speed up the UG application form submission process. Council staff would
complete the actual form and sign on behalf of the student and advisor.
6.Orientation:
a) Council should ensure that students are directed to arrive no later than the Saturday prior
to the commencement of orientation activities on Monday. This would allow adjustment time
due to the intensity and length of the journey.
b) The orientation upon arrival should include discussion of the commonly-experienced gap
between expectations and reality with respect to racial and cultural integration.
c) The program should implement a "Month-in WAW" (Where Are We) which should take the
form of a half-day town meeting/discussion session for the purpose of orientation assessment
and conflict resolution . This month-in session would better be able to address cultural
adjustment, racial and other conflict issues that would not have arisen or could not have been
anticipated at the earlier orientation period.
d) Cross-Cultural Training Opportunity for Resident Director: The Ghana Program RD should
receive Council support for participation in cross-cultural training professional development.
This would assist in preparing him to deal with cross-cultural issues that inevitably arise.
e) The orientation should include a required Library tour.
f) Campus Map: While it is part of the new International Student Handbook, distributed by the
Dean of International Programmes, we suggest that the campus map be handed out at the
Council Program orientation by the RD.
7. Housing:
a) Contractual Arrangements : Council should make contractual arrangements with the
University of Ghana for the reservation of a specific block/number of dormitory rooms for
students each semester based on projected needs.
b) Council should explore other housing options and offer choices to students when
appropriate locations are identified.
8. Quality of Administration and Management of the Program:
Personnel: Council should support the hiring of a permanent, full-time Assistant to the
Resident Director in addition to retaining a half-time graduate assistant, and the hiring of a
full-time secretarial assistant (replacing the current part-time secretarial assistant). The
consistently increased number of students in the program over the past three semesters
justifies this. If growth is maintained, the introduction of a full-time assistant will be an
absolute necessity in order to ensure the maintenance of current high standards and levels of
service.
Hardware: The program office should be supplied with a much-needed photocopy machine and
a new computer with appropriate hardware and software for the Assistant to the Resident
Director.
9. Council should make provision for the Resident Director to be able to charge things.
Appendices:
ACB Evaluation Schedule (October 8-10, 2001) – see below
Fall 2001 Orientation Schedule (August 27-September 3, 2001) – see below
The University of Ghana – International Student Handbook – only available in hard
copy which will be mailed to Council NYC
Monday, 8th October
8:30am Tour Campus
9am Meeting with Registrar, Mr. A.T. Konu
10am Visit Balme Library, University Bookstore
11:30am Visit Class, Political Science course, Dr. Kwame Boafo-Arthur
1pm Lunch, University Guest Centre
2pm Visit Dormitories
3pm Meet with Dean of Int’l Programmes, Prof. S. Sefa-Dedeh
Tuesday, 9th October
9am Meet with Twi Lecturers, Dr. Kofi Saah/Mr. Kofi Agyekum
10am Meet with Council Junior Staff/Council Office
11am Visit campus communication facilities
Noon Visit University Hospital, Nyaho Health Centre
1pm Meet with Dean of Students, Dr. Kweku Bilson
2pm Lunch with Council Students
4pm Visit Twi Class
Wednesday, 10th October
9am Visit Home-Stay accommodations in Haatso
11am Meet with Rural Sociology lecturer, Dr. Kojo Sena
Noon Visit Rural Sociology class
1pm Lunch/Meet with Coordinator for University of California Program, Ms. Theresa Kwakye
2pm Meet with Pro Vice Chancellor, Prof. J.K.A. Amuzu
3pm Free
7pm Meeting / Dinner with Resident Director
COUNCIL STUDY CENTER:
University of Ghana
ORIENTATION
Monday 27th August 9am Group Meeting
11am Fill Out Immigration Forms
Noon Check Out / Re-Load Bus
2pm Campus Arrival / Room Allocation
7pm Welcome Dinner
Tuesday 28th August 9-11am Tour of Accra
11am-3pm Registration
4-5:30pm Lecture/Dr. S.S. Quarcoopome
History of Ghana
Evening Free
Wednesday 29th August 9-10:30am Lecture/Prof. G.K. Nukunya
Ghanaian Family Patterns
11-2pm Registration
2-5pm Field Trip: Aburi Botanical Gardens
Evening Free
Thursday 30th August 6am-6pm Field Trip: Cape Coast, Elmina, Kakum
Friday 31st August 9-11am Registration
1-2:30pm Lecture: Mrs. Esi Sutherland-Addy
Issues in African Literature
3-4:30pm Lecture: Dr. E.M. Dovlo
Religion, Ethics, and Morality in African Societies
8-11pm Next Door Night Club
Sat-Sun 1st-2nd September 6am Field Trip: Kumasi / Ashanti Region
Monday 3rd September 8am Classes Begin
5pm Dinner: Doc’s Crib / #12 Little Legon